Hello, my name is Maria Montessori. Welcome to my page!
I was born in 1860 in Italy to loving parents. I completed all of my school in Italy, including my medical schooling at the University of Rome. Despite discouragement from many people, even my father, I earned my medical degree (The first woman in Italy to do so) and went on to start a private medical practice. Early in my career, I worked with children who had mental disabilities. In the late 1800's, I began to advocate for these children. I spoke openly about their need for specialized classrooms and for teachers with intensive and special training. I was named councilor for The National League for the Protection of Retarded Children. I began a special school called Casa dei Bambini. I wanted this school to be especially for the children. I equipped the room with small furniture so that the children could move it themselves, and I put learning materials on shelves low enough for the children to access them. I feel that this gives children the opportunity for autonomy. They can become self-motivated. I was merely a facilitator and observer of the children and their learning. My teaching style quickly spread through Italy. I began to train teachers in this style. My style of education spread to other countries as well, including the united Kingdom, The Netherlands, and The United States.
This slide show goes into more detail about my methods:
Also, here is a sample of what a day would have looked like in my classroom"
9–10. Entrance. Greeting. Inspection as to personal cleanliness. Exercises of practical life; helping one another to take off and put on the aprons. Going over the room to see that everything is dusted and in order. Language: Conversation period: Children give an account of the events of the day before. Religious exercises.
10–11. Intellectual exercises. Objective lessons interrupted by short rest periods. Nomenclature, Sense exercises.
11–11:30. Simple gymnastics: Ordinary movements done gracefully, normal position of the body, walking, marching in line, salutations, movements for attention, placing of objects gracefully.
11:30–12. Luncheon: Short prayer.
12–1. Free games.
1–2. Directed games, if possible, in the open air. During this period the older children in turn go through with the exercises of practical life, cleaning the room, dusting, putting the material in order. General inspection for cleanliness: Conversation.
2–3. Manual work. Clay modelling, design, etc.
3–4. Collective gymnastics and songs, if possible in the open air. Exercises to develop forethought: Visiting, and caring for, the plants and animals
Connections to the Text
Chapter 11
Self Regulated Learning: One goal of teaching should be to free students from the need for teachers, in order to foster life-long independent learning
1998 study on self regulated learning shows that students gain efficacy for learning through task that are complex and extend over long periods of time. I believe that the teacher's task is to facilitate these tasks.
Chapter 3
Bronfenbrenner's social context for development
Students can learn from one another in a social environment through collaboration. This is part of their mesosystem.
Firendships are central to students' lives. It is important to foster these friendships.
Hello, my name is Maria Montessori. Welcome to my page!
I was born in 1860 in Italy to loving parents. I completed all of my school in Italy, including my medical schooling at the University of Rome. Despite discouragement from many people, even my father, I earned my medical degree (The first woman in Italy to do so) and went on to start a private medical practice. Early in my career, I worked with children who had mental disabilities. In the late 1800's, I began to advocate for these children. I spoke openly about their need for specialized classrooms and for teachers with intensive and special training. I was named councilor for The National League for the Protection of Retarded Children. I began a special school called Casa dei Bambini. I wanted this school to be especially for the children. I equipped the room with small furniture so that the children could move it themselves, and I put learning materials on shelves low enough for the children to access them. I feel that this gives children the opportunity for autonomy. They can become self-motivated. I was merely a facilitator and observer of the children and their learning. My teaching style quickly spread through Italy. I began to train teachers in this style. My style of education spread to other countries as well, including the united Kingdom, The Netherlands, and The United States.
This slide show goes into more detail about my methods:
http://www.slideshare.net/shyrandevi/maria-montessori-16353154
These are some examples of the toys I use for my methods of "meaningful play."
This is a video on my methods: "Follow the Child"
http://www.youtube.com/watch?v=MWlGO3XDetI
Please take a minute to review a PowerPoint that I prepared about myself.
Also, here is a sample of what a day would have looked like in my classroom"
Connections to the Text